Promoting Self-Determination for Transition-Age Youth: Views of high school general and special educators

Exceptional Children

Volumn 75, Issue 1, 2008, Pages 55-70

  Carter, Erik W ^a   Lane, Kathleen L ^b,d   Pierson, Mellnda R ^c   Stang, Kristin K ^c  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b VANDERBILT UNIVERSITY   (United States)

^c CALIFORNIA STATE UNIVERSITY   (United States)

^d VANDERBILT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 51549117947     PISSN: 00144029     EISSN: None     Source Type: Journal    
DOI: 10.1177/001440290807500103     Document Type: Article

References (60)

1. Agran, M., Snow, K., & Swaner, J. (1999). Teacher per-ceptions of self-determination: Benefits, characteristics, and strategies. Education and Training in Mental Retardation and Developmental Disabilities, 34, 293-301.
2. Algozzine, B., Browder, D., Karvonen, M., Test, D. W., & Wood, W. M. (2001). Effects of interventions to promote self-determination for individuals with disabilities. Review of Educational Research, 71, 219-277.
3. Alwell, M., & Cobb, B. (2006). A map of the intervention literature in secondary special education transition. Career Development for Exceptional Individuals, 29, 3-27.
4. Bremer, C. D., Kachgal, M., & Schoeller, K. (2003). Self-determination: Supporting successful transition. Research to Practice Brief, 2 (1), 1-6.
5. Cameto, R., Levine, P., Wagner, M., & Marder, C. (2003). The emerging independence of youth with disabilities. In M. Wagner et al. (Eds.), The achievements of youth with disabilities during secondary school (pp. 6.1-6.22). Menlo Park, CA: SRI International.
6. Cannella, H. I., O'Reilly, M. F., & Lancioni, G. E. (2005). Choice and preference assessment research with people with severe to profound developmental disabilities: A review of the literature. Research in Developmental Disabilities, 26, 1-15.
7. Carter, E. W., & Hughes, C. (2006). Including high school students with severe disabilities in general education classes: Perspectives of general and special educators, paraprofessionals, and administrators. Research and Practice for Persons With Severe Disabilities, 31, 174-185.
8. Carter, E. W., Lane, K. L., Pierson, M., & Glaeser, B. (2006). Self-determination skills of transition-age youth with emotional disturbances and learning disabilities. Exceptional Children, 72, 333-346.
9. Chambers, C. R., Wehmeyer, M. L., Saito, Y., Lida, K. M., Lee, Y., & Singh, V. (2007). Self-determination: What do we know? Where do we go? Exceptionality, 15, 3-15.
10. Council for Exceptional Children (2003). What every special educator must know: Ethics, standards, and guidelines for special educators (5th ed.). Arlington, VA: Author.
11. Eisenman, L. T. (2007). Self-determination interventions: Building a foundation for school completion. Remedial and Special Education, 28, 2-8.
12. Eisenman, L. T., & Chamberlin, M. (2001). Implementing self-determination activities: Lessons from schools. Remedial and Special Education, 22, 138-147.
13. Eisenman, L. T., & Tascione, L. (2002). "How come nobody told me?" Fostering self-realization through a high school English curriculum. Learning Disabilities Research & Practice, 17, 35-46.
14. Field, S., & Hoffman, A. (2002). Preparing youth to exercise self-determination: Quality indicators of school environments that promote the acquisition of knowledge, skills, and beliefs related to self-determination. Journal of Disability Policy Studies, 13, 113-118.
15. Field, S., Sarver, M. D., & Shaw, S. F. (2003). Self-determination: A key to success in postsecondary education for students with learning disabilities. Remedial and Special Education, 24, 339-349.
16. Field, S. S., Martin, J. E., Miller, R. J., Ward, M., & Wehmeyer, M. L. (1998). Self-determination for persons with disabilities: A position statement of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 21, 113-128.
17. Grigal, M., Neubert, D. A., Moon, M. S., & Graham, S. (2003). Self-determination for students with disabilities: Views of parents and teachers. Exceptional Children, 70, 97-112.
18. Houchins, D. E. (2002). Self-determination knowledge instruction and incarcerated students. Emotional and Behavioural Difficulties, 7, 132-151.
19. Hughes, C., Kim, J., Hwang, B., Killian, D. J., Fischer, G. M., Brock, M. L., et al. (1997). Practitioner-validated secondary transition support strategies. Education and Training in Mental Retardation & Developmental Disabilities, 32, 201-212.
20. Kleinbaum, D. G., Kupper, L. L., Muller, K. E., & Nizam, A. (1998). Applied regression analysis and other multivariable methods (3rd ed.). Belmont, CA: Brooks/Cole.
21. Kochhar-Bryant, C. A., & Basset, D. S. (Eds.). (2002). Aligning transition and standards-based education: Issues and strategies. Arlington, VA: Council for Exceptional Children.
22. Konrad, M., Trela, K., & Test, D. W. (2006). Using IEP goals and objectives to teach paragraph writing to high school students with physical and cognitive disabilities. Education and Training in Developmental Disabilities, 41, 111-124.
23. Kortering, L., Braziel, P., & Tompkins, J. (2002). The challenge of school completion among youth with behavior disorders: Another side of the story. Behavioral Disorders, 27, 142-154.
24. Lachapelle, Y., Wehmeyer, M. L., Haelewyck, M. C., Courbois, Y., Keith, K. D., Schalock, R., et al. (2005). The relationship between quality of life and self-determination: An international study. Journal of Intellectual Disability Research, 49, 740-744.
25. Lane, K. L, & Carter, E. W. (2006). Supporting transition-age youth with and at risk for emotional and behavioral disorders at the secondary level: A need for further inquiry. Journal of Emotional and Behavioral Disabilities, 14, 66-70.
26. Lane, K. L., Pierson, M. R., & Givner, C. C. (2004). Secondary teachers' views on social competence: Skills essential for success. The Journal of Special Education, 38, 174-186.
27. Lane, K. L., Wehby, J. H., & Robertson, E. J. (2007). Studying school-wide positive behavior support at the high school level A formidable task. Manuscript submitted for publication.
28. Maccini, P., & Gagnon, J. C. (2006). Mathematics instructional practices and assessment accommodations by secondary special and general educators. Exceptional Children, 72, 217-234.
29. Malian, I., & Nevin, A. (2002). A review of self-determination literature: Implications for practitioners. Remedial and Special Education, 23, 68-74.
30. Martin, J. E., Van Dycke, J. L., Greene, B. A., Gardner, J. E., Christensen, W. R., Woods, L. L., et al. (2006). Direct observation of teacher-directed IEP meetings: Establishing the need for student IEP meeting instruction. Exceptional Children, 72, 187-200.
31. Mason, C., Field, S., & Sawilosky, S. (2004). Implementation of self-determination activities and student participation in IEPs. Exceptional Children, 70, 441-451.
32. Mithaug, D. E., Campeau, P. L., & Wolman, J. M. (2003). Assessing self-determination prospects among students with and without disabilities. In D. E. Mithaug, D. Mithaug, M. Agran, J. Martin, & M. L. Wehmeyer (Eds.), Self-determined learning theory: Construction, verification, and evaluation (pp. 61-76). Mahwah, NJ: Lawrence Erlbaum.
33. Mithaug, D. E., Mithaug, D., Agran, M., Martin, J., & Wehmeyer, M. L. (Eds.). (2003). Self-determined learning theory: Construction, verification, and evaluation. Mahwah, NJ: Lawrence Erlbaum.
34. Mooney, P., Ryan, J. B., Uhing, B. M., Reid, R., & Epstein, M. H. (2005). A review of self-management interventions targeting academic outcomes for students with emotional and behavioral disorders. Journal of Behavioral Education, 14, 303-331.
35. National Board for Professional Teaching Standards. (1999). NBPTS exceptional needs standards for teachers of students ages birth-21+. Arlington, VA: Author.
36. Palmer, S. B., Wehmeyer, M. L., Gipson, K., & Agran, M. (2004). Promoting access to the general curriculum by teaching self-determination skills. Exceptional Children, 70, 427-439.
37. Pocock, A., Lambros, S., Karvonen, M., Test, D. W., Algozzine, B., Wood, W., et al. (2002). Successful strategies for promoting self-advocacy among students with LD: The LEAD group. Intervention in School and Clinic, 37, 209-216.
38. Reid, R., Trout, A. L., & Schwartz, M. (2005). Self-regulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children, 71, 361-377.
39. Sands, D. J., & Doll, B. (1996). Fostering self-determination is a developmental task. The Journal of Special Education, 30, 58-76.
40. Shogren, K. A., Faggella-Luby, M. N., Bae, S. J., & Wehmeyer, M. L (2004). The effect of choice-making for problem behavior: A meta-analysis. Journal of Positive Behavioral Interventions, 6, 228-237.
41. Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Little, T. D., Garner, N., et al. (2007). Examining individual and ecological predictors of the self-determination of students with disabilities. Exceptional Children, 73, 488-509.
42. Snyder, T. D., Dillow, S. A., & Hoffman, C. M. (2007). Digest of education statistics: 2006. Washington, DC: National Center for Education Statistics.
43. Test, D. W., Fowler, C. H., Brewer, D. M., & Wood, W. M. (2005). A content and methodological review of self-advocacy intervention studies. Exceptional Children, 72, 101-125.
44. Test, D. W., Fowler, C. H., Wood, W. M., Brewer, D. M., & Eddy, S. (2005). A conceptual framework of self-advocacy for students with disabilities. Remedial and Special Education, 26, 43-54.
45. Test, D. W., Mason, C., Hughes, C., Konrad, M., Neale, M., & Wood, W. M. (2004). Student involvement in individualized education program meetings. Exceptional Children, 70, 391-412.
46. Thoma, C. A., Nathanson, R., Baker, S. R., & Tamura, R. (2002). Self-determination: What do special educators know and where do they learn it? Remedial and Special Education, 23, 242-247.
47. Trainor, A. (2005). Self-determination perceptions and behaviors of diverse students with LD during the transition process. Journal of Learning Disabilities, 38, 233-249.
48. U.S. Department of Education. (2006). Twenty-sixth annual report to Congress on the implementation of the Individuals With Disabilities Education Act, 2004. Washington, DC: Author.
49. Van-Belle, J., Marks, S., Martin, R., & Chun, M. (2006). Voicing one's dreams: High school students with developmental disabilities learn about self-advocacy. TEACHING Exceptional Children, 38(4), 40-46.
50. Wagner, M., Newman, L., & Cameto, R. (2004). Changes over time in the secondary school experiences of students with disabilities: A report of findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2) Menlo Park, CA: SRI International.
51. Wagner, M., Newman, L., Cameto, R., Levine, P., & Marder, C. (2003). Going to school: Instructional contexts, programs, and participation of secondary school students with disabilities: A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International.
52. Wehmeyer, M. L., Agran, M., & Hughes, C. (2000). A national survey of teachers' promotion of self-determination and student-directed learning. The Journal of Special Education, 34, 58-68.
53. Wehmeyer, M. L., & Field, S. (2007). Instructional and assessment strategies to promote the self-determination of students with disabilities. Thousand Oaks, CA: Corwin Press.
54. Wehmeyer, M. L., Field, S., Doren, B., Jones, B., & Mason, C. (2004). Self-determination and student involvement in standards-based reform. Exceptional Children, 70, 413-425.
55. Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38, 131-144.
56. Wehmeyer, M. L., & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63, 245-255.
57. Wehmeyer, M. L., & Schwartz, M. (1998). The relationship between self-determination and quality of life for adults with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33, 3-12.
58. Whitney-Thomas, J., & Moloney, M. (2001). "Who I am and what I want": Adolescents' self-definition and struggles. Exceptional Children, 67, 375-389.
59. Zhang, D. (2001). Self-determination and inclusion: Are students with mild mental retardation more self-determined in regular classrooms? Education and Training in Mental Retardation and Developmental Disabilities, 36, 357-362.
60. Zhang, D., Wehmeyer, M. L., & Chen, L. (2005). Parent and teacher engagement in fostering the self-determination of students with disabilities: A comparison between the United States and the Republic of China. Remedial and Special Education, 26, 55-64.